Evaluation question 7
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By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
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Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Question 1a prep
The student saw significant skill development over the course of their production work. For their AS work, they used iMovie and Garageband which were sufficient but limited. For A2, they learned to use Photoshop, a better version of iMovie, Logic, and Final Cut, allowing more precision and flexibility. Their research and planning improved from AS to A2, incorporating more audience feedback. Post production enhanced the AS work by improving low light footage. For A2, they aimed to be less conventional while keeping genre themes through a 1970s setting.
Question 7
This document discusses what the author has learned from their preliminary task to their full media product. They discuss planning being essential before filming, including determining location, genre, characters, and shots needed. They also learned to use Google Calendar to plan and organize their time. Technically, they learned how to use camera equipment like a mini DV camera and tripod. They became familiar with film conventions and editing software like Adobe Premiere Pro. Overall, they felt planning, organization, and learning technical skills were most important.
Question 7
This document discusses what the author has learned from their preliminary media project to their full product. It covers planning, organizing their time using Google Calendar, learning camera skills like equipment names and setup, understanding film conventions and genres, improving their skills in Adobe Premiere Pro for editing, and how audiences can have different interpretations of images. The author feels most confident in their abilities to plan a project, set up equipment, navigate editing software, and be more creative with Premiere Pro in the future.
Jake and Charlie's question 7
The students learned several skills from completing their preliminary filmmaking task. They learned how to effectively research material online using search engines like Google as well as YouTube and Art of the Title. In pre-production, they learned how to use scriptwriting software and format scripts like professional filmmakers. During production, they learned important camera techniques like tracking and angle shots that enhanced their opening title sequence. In post-production, they learned effects like film grain and how to create titles and transitions, such as dissolves.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Question 7
Research and planning are crucial for filming an opening sequence that effectively conveys the intended genre to audiences without explanation. Understanding how different shots are used and their effects can help determine whether quick cuts are appropriate for a horror opening seeking to build tension, or a love story. Proper planning of locations is also important, choosing settings that suit the genre like dark and scary places for horror. Constructing the final product well involves applying rules for shooting and editing learned throughout the process, such as match on action and the 180 degree rule, to construct a cohesive video using software like Final Cut Pro.
Factual development and planning pro forma copy copy
The document outlines plans for developing an idea and producing a short video project on how people coped with lockdown. It discusses creating a mood board, analyzing ideas, and deciding on a structure. Sample questions are provided to interview people about their lockdown experiences. A production schedule is then outlined, including distributing questions, filming interviews, editing footage, and submitting the final project within 8 days.
Recommended
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Question 1a prep
The student saw significant skill development over the course of their production work. For their AS work, they used iMovie and Garageband which were sufficient but limited. For A2, they learned to use Photoshop, a better version of iMovie, Logic, and Final Cut, allowing more precision and flexibility. Their research and planning improved from AS to A2, incorporating more audience feedback. Post production enhanced the AS work by improving low light footage. For A2, they aimed to be less conventional while keeping genre themes through a 1970s setting.
Question 7
This document discusses what the author has learned from their preliminary task to their full media product. They discuss planning being essential before filming, including determining location, genre, characters, and shots needed. They also learned to use Google Calendar to plan and organize their time. Technically, they learned how to use camera equipment like a mini DV camera and tripod. They became familiar with film conventions and editing software like Adobe Premiere Pro. Overall, they felt planning, organization, and learning technical skills were most important.
Question 7
This document discusses what the author has learned from their preliminary media project to their full product. It covers planning, organizing their time using Google Calendar, learning camera skills like equipment names and setup, understanding film conventions and genres, improving their skills in Adobe Premiere Pro for editing, and how audiences can have different interpretations of images. The author feels most confident in their abilities to plan a project, set up equipment, navigate editing software, and be more creative with Premiere Pro in the future.
Jake and Charlie's question 7
The students learned several skills from completing their preliminary filmmaking task. They learned how to effectively research material online using search engines like Google as well as YouTube and Art of the Title. In pre-production, they learned how to use scriptwriting software and format scripts like professional filmmakers. During production, they learned important camera techniques like tracking and angle shots that enhanced their opening title sequence. In post-production, they learned effects like film grain and how to create titles and transitions, such as dissolves.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Question 7
Research and planning are crucial for filming an opening sequence that effectively conveys the intended genre to audiences without explanation. Understanding how different shots are used and their effects can help determine whether quick cuts are appropriate for a horror opening seeking to build tension, or a love story. Proper planning of locations is also important, choosing settings that suit the genre like dark and scary places for horror. Constructing the final product well involves applying rules for shooting and editing learned throughout the process, such as match on action and the 180 degree rule, to construct a cohesive video using software like Final Cut Pro.
Factual development and planning pro forma copy copy
The document outlines plans for developing an idea and producing a short video project on how people coped with lockdown. It discusses creating a mood board, analyzing ideas, and deciding on a structure. Sample questions are provided to interview people about their lockdown experiences. A production schedule is then outlined, including distributing questions, filming interviews, editing footage, and submitting the final project within 8 days.
Factual development and planning pro forma copy (1)
The document outlines the planning and production process for a short video project interviewing actors about their experiences during lockdown. It includes developing a mood board and content outline, questions to ask interview subjects, and a production schedule spanning one week to write the questions, film interviews, edit the raw footage into a 3-minute video, and submit the completed project.
Evaluation
This document is Daniel Firth's evaluation of his pre-production and production work. In the pre-production, he believes he did good research but could have improved by adding more detail, contingency plans, and audience research. His planning also lacked detail apart from his production proposal. He could have improved his planning document and finding original footage. In his experiments, he learned editing techniques but some effects ruined the original footage. For the production, he liked the video clips and interview but could have improved the audio, added transitions, and tried to get his own footage without a watermark.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Media evaluation question 7
The student feels they have improved their skills in using software, operating a DSLR camera, and film production since their preliminary task. For their horror film, the student researched successful horror films and developed their own storyline. They spent three weeks filming, compared to only half an hour for the preliminary task, improving their camera skills. Extensive editing incorporated sound effects, camera shots, and transitions to build atmosphere and variation. Working alone allowed the student to fully control creative decisions, though they solicited classmates for feedback.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
7. production reflection vg
Jake worked on case studies, initial plans, and research for his video game production project. He researched Dragon Age: Inquisition and video game addiction. From his case studies and initial plans, he learned about different camera angles used in games and factors that can contribute to video game addiction. For his production, Jake created character models, backgrounds, and animations in Photoshop. He evaluated his work by discussing strengths, weaknesses, and comparing his game to existing titles. The evaluation will help him improve his final major project.
Technology evaluation
The document discusses various technologies learned during the process of creating a product. These include video editing software like Adobe Premiere Pro and Photoshop, presentation tools like Prezi and Emaze, blogging platforms like Blogger, video sharing on YouTube, and cameras like DSLR, GoPro, and Nikon D3300. The document outlines how each technology was used, for example editing footage, designing posters and titles, creating presentations, publishing videos, and capturing different camera shots. It emphasizes learning through practice on assigned tasks and gaining experience with various software, tools, and equipment over multiple iterations.
4. pre production
The document discusses pre-production for promotional content for a personal training brand, including a logo, video, and social media page. It will promote the brand and expand the client's reach to target 25-45 year old, middle class females interested in fitness. The content will appear on social media platforms like YouTube, Instagram, and Facebook. Experiments with color grading, logo design, and location scouting were conducted to help develop the final products. Safety, equipment, and scheduling plans are also outlined.
Media
The document discusses lessons learned from planning, filming, and editing a 30-second trailer as a group project. For planning, the group realized they should have brainstormed multiple initial ideas and conducted more research before settling on their concept. When filming, the author gained experience operating camera equipment to capture needed shots. During editing, they learned to trim footage and use transitions between scenes. Overall, the group found it important to apply concepts from early analysis and planning to the practical production process.
1. initial plans (1)
The document outlines an initial plan to make a horror film. The student enjoys horror films and is good at filming and editing to create powerful and frightening scenes. They have previously made a horror film but want to improve on it by focusing on extra details and high quality camera shots. The plan includes ideas for the film, a mind map, and mood board analysis to influence the final product's presentation and recreate techniques from inspirational horror movies.
Evaluation 7
For his preliminary product, the student did little research, minimal planning consisting of basic storyboards, and had limited editing skills in Final Cut Express as they were new. The locations, actors, and sounds were also not well-suited or thought out.
For his final product, the student conducted in-depth research across multiple areas. He created two sets of detailed storyboards and did extensive planning before filming. His editing skills had improved and his final product had better pacing, match cuts, and continuity. He selected locations, actors, and sounds that were more appropriate and fit the horror genre conventions.
Presentation (2)
Nathan Millett conducted experiments with different camera angles and shots using a phone camera. For the first shot, he tried different angles but notes the background colors looked distorted. In the second shot, he took an extreme long shot that made the image difficult to see. He realized neutral backgrounds and better quality from a regular camera would improve the shots. The third shot panned the camera but it shook, though recording quality was better. He recognizes using a tripod would improve professionalism and eliminate shaking.
Experimenmts year 3
Nathan Millett conducted experiments with different camera angles and shots using a phone camera. For the first shot, he tried different angles but notes the background colors looked distorted. In the second shot, he took an extreme long shot that made the image difficult to see. He realized neutral backgrounds and camera quality are important. The third shot panned the camera but it shook, though recording quality was better. He learned to use a tripod for stability in the future.
Weekly reflection (new) (1)
- In the first week of college, the student brainstormed ideas for a project on social media and researched potential films to reference.
- In week two, the student conducted scene analyses of films and evaluated their techniques while still deciding on a project idea.
- By week three, the student chose to create a video essay, finished planning and scheduling to prepare for production.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Evaluation
This document provides a summary of an FMP evaluation for a production process project. It includes sections on research, planning, time management, technical qualities, aural qualities, audience appeal, and peer feedback. For research, planning, and time management, strengths and weaknesses are outlined. For the other sections, key details are provided. Overall, the evaluation covers the different stages of the project and reflects on strengths, areas for improvement, and peer feedback received.
Electronicportfolio
Sophie Bennett has created an electronic portfolio that showcases her top work. The portfolio contains 20 of her best pieces and allows potential employers to quickly review samples of her skills and qualifications. In just a few sentences, the portfolio provides a high-level overview of Sophie's abilities and experience.
Analysis
The document analyzes the opening scenes of the horror film "Women in Black." It summarizes that the opening establishes an innocent atmosphere with the children playing, but uses unsettling nursery rhyme music. Shots show the children looking at something unknown, building mystery. Close-ups of dolls represent the children's innocence and foreshadow their loss of control. A window shot acts as another mystery, then a reveal shows the girls jumping out of the window, suggesting they are being controlled.
Planning for shots
The document outlines the planning requirements for a film shoot, including hair, makeup, costumes, props, and locations. Hair and makeup for the characters are described. The costumes include long white dresses and pajamas. Needed props comprise a diary, doll, pens, glass of water, and pills. The shoot will use a swing in an empty area with dark lighting for the nightmare scene and a bedroom in Sophie's house with a bed and lamp for the bedroom scene.
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What's hot
Factual development and planning pro forma copy (1)
The document outlines the planning and production process for a short video project interviewing actors about their experiences during lockdown. It includes developing a mood board and content outline, questions to ask interview subjects, and a production schedule spanning one week to write the questions, film interviews, edit the raw footage into a 3-minute video, and submit the completed project.
Evaluation
This document is Daniel Firth's evaluation of his pre-production and production work. In the pre-production, he believes he did good research but could have improved by adding more detail, contingency plans, and audience research. His planning also lacked detail apart from his production proposal. He could have improved his planning document and finding original footage. In his experiments, he learned editing techniques but some effects ruined the original footage. For the production, he liked the video clips and interview but could have improved the audio, added transitions, and tried to get his own footage without a watermark.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Media evaluation question 7
The student feels they have improved their skills in using software, operating a DSLR camera, and film production since their preliminary task. For their horror film, the student researched successful horror films and developed their own storyline. They spent three weeks filming, compared to only half an hour for the preliminary task, improving their camera skills. Extensive editing incorporated sound effects, camera shots, and transitions to build atmosphere and variation. Working alone allowed the student to fully control creative decisions, though they solicited classmates for feedback.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
7. production reflection vg
Jake worked on case studies, initial plans, and research for his video game production project. He researched Dragon Age: Inquisition and video game addiction. From his case studies and initial plans, he learned about different camera angles used in games and factors that can contribute to video game addiction. For his production, Jake created character models, backgrounds, and animations in Photoshop. He evaluated his work by discussing strengths, weaknesses, and comparing his game to existing titles. The evaluation will help him improve his final major project.
Technology evaluation
The document discusses various technologies learned during the process of creating a product. These include video editing software like Adobe Premiere Pro and Photoshop, presentation tools like Prezi and Emaze, blogging platforms like Blogger, video sharing on YouTube, and cameras like DSLR, GoPro, and Nikon D3300. The document outlines how each technology was used, for example editing footage, designing posters and titles, creating presentations, publishing videos, and capturing different camera shots. It emphasizes learning through practice on assigned tasks and gaining experience with various software, tools, and equipment over multiple iterations.
4. pre production
The document discusses pre-production for promotional content for a personal training brand, including a logo, video, and social media page. It will promote the brand and expand the client's reach to target 25-45 year old, middle class females interested in fitness. The content will appear on social media platforms like YouTube, Instagram, and Facebook. Experiments with color grading, logo design, and location scouting were conducted to help develop the final products. Safety, equipment, and scheduling plans are also outlined.
Media
The document discusses lessons learned from planning, filming, and editing a 30-second trailer as a group project. For planning, the group realized they should have brainstormed multiple initial ideas and conducted more research before settling on their concept. When filming, the author gained experience operating camera equipment to capture needed shots. During editing, they learned to trim footage and use transitions between scenes. Overall, the group found it important to apply concepts from early analysis and planning to the practical production process.
1. initial plans (1)
The document outlines an initial plan to make a horror film. The student enjoys horror films and is good at filming and editing to create powerful and frightening scenes. They have previously made a horror film but want to improve on it by focusing on extra details and high quality camera shots. The plan includes ideas for the film, a mind map, and mood board analysis to influence the final product's presentation and recreate techniques from inspirational horror movies.
Evaluation 7
For his preliminary product, the student did little research, minimal planning consisting of basic storyboards, and had limited editing skills in Final Cut Express as they were new. The locations, actors, and sounds were also not well-suited or thought out.
For his final product, the student conducted in-depth research across multiple areas. He created two sets of detailed storyboards and did extensive planning before filming. His editing skills had improved and his final product had better pacing, match cuts, and continuity. He selected locations, actors, and sounds that were more appropriate and fit the horror genre conventions.
Presentation (2)
Nathan Millett conducted experiments with different camera angles and shots using a phone camera. For the first shot, he tried different angles but notes the background colors looked distorted. In the second shot, he took an extreme long shot that made the image difficult to see. He realized neutral backgrounds and better quality from a regular camera would improve the shots. The third shot panned the camera but it shook, though recording quality was better. He recognizes using a tripod would improve professionalism and eliminate shaking.
Experimenmts year 3
Nathan Millett conducted experiments with different camera angles and shots using a phone camera. For the first shot, he tried different angles but notes the background colors looked distorted. In the second shot, he took an extreme long shot that made the image difficult to see. He realized neutral backgrounds and camera quality are important. The third shot panned the camera but it shook, though recording quality was better. He learned to use a tripod for stability in the future.
Weekly reflection (new) (1)
- In the first week of college, the student brainstormed ideas for a project on social media and researched potential films to reference.
- In week two, the student conducted scene analyses of films and evaluated their techniques while still deciding on a project idea.
- By week three, the student chose to create a video essay, finished planning and scheduling to prepare for production.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Evaluation
This document provides a summary of an FMP evaluation for a production process project. It includes sections on research, planning, time management, technical qualities, aural qualities, audience appeal, and peer feedback. For research, planning, and time management, strengths and weaknesses are outlined. For the other sections, key details are provided. Overall, the evaluation covers the different stages of the project and reflects on strengths, areas for improvement, and peer feedback received.
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Factual development and planning pro forma copy (1)
Factual development and planning pro forma copy (1)
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Electronicportfolio
Sophie Bennett has created an electronic portfolio that showcases her top work. The portfolio contains 20 of her best pieces and allows potential employers to quickly review samples of her skills and qualifications. In just a few sentences, the portfolio provides a high-level overview of Sophie's abilities and experience.
Analysis
The document analyzes the opening scenes of the horror film "Women in Black." It summarizes that the opening establishes an innocent atmosphere with the children playing, but uses unsettling nursery rhyme music. Shots show the children looking at something unknown, building mystery. Close-ups of dolls represent the children's innocence and foreshadow their loss of control. A window shot acts as another mystery, then a reveal shows the girls jumping out of the window, suggesting they are being controlled.
Planning for shots
The document outlines the planning requirements for a film shoot, including hair, makeup, costumes, props, and locations. Hair and makeup for the characters are described. The costumes include long white dresses and pajamas. Needed props comprise a diary, doll, pens, glass of water, and pills. The shoot will use a swing in an empty area with dark lighting for the nightmare scene and a bedroom in Sophie's house with a bed and lamp for the bedroom scene.
Research for shoots
The document provides details on the hair, makeup, and clothing for girls and boys to be featured in spring-themed photo shoots. For the girls, the hair will be straight or in ponytails with ribbons. Makeup will be minimal. Outfits will include flowery dresses, bright tops, jeans, and skirts. Boys' hair will be naturally styled or gelled back. Their outfits include jeans, tops, shorts, and tracksuits. The first outfits for both girls and boys will be casual spring wear like dresses, shorts, and t-shirts. The second outfits will be more dressy, such as party dresses and jeans for "going out" scenes. Backgrounds for the photos will
Evaluation 4
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation stages of a project.
In research and planning, the author used StoryboardThat, YouTube, Web 2.0 technologies like Google and Blogger, Facebook, PowerPoint, Photoshop, a Nikon camera, iMovie, Word, and Google. Construction involved using YouTube, a tripod, Premiere Pro, a Blond light, Photoshop, the Nikon camera, Blogger, and Google. For evaluation, the author used Word, Blogger, YouTube, Google, and PowerPoint. The author developed skills with these technologies and incorporated lessons learned throughout the process.
El secreto y el exito
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. In just one sentence, it pitches the idea of using Haiku Deck on SlideShare to create presentations.
Plans for shooting
The document outlines plans for a spring clothing photo shoot featuring boys and girls. It details two outfits each for the boys and girls, including casual and going out wear using colors and styles appropriate for spring. Props are selected to portray the boys as active and the girls as girly. The location chosen is a studio with plain backgrounds to keep the focus on the clothing.
Media timeline
Web 2.0 describes websites that use more advanced technology than early static websites, allowing users to interact with and share information on the web. Pop-ups originated as small advertising windows that opened automatically on web pages in the 1990s as a way to advertise products online, and major browsers began allowing pop-up blocking in the early 2000s. The first sponsorship video aired in 1946 as commercial television licenses were granted, and long-running UK soap opera Coronation Street has had notable sponsors such as Cadbury's and Harvey's over the years.
Evaluation question2
The document discusses the effectiveness of combining a brand's main products and ancillary texts. It analyzes the similarities between the author's fashion advertisements, pop-up content, and sponsorship materials for a children's spring/summer line. Key similarities included using the same model, font, logo, color scheme, outfits displayed, lighting style, and theme of fun and happiness. These consistent visual elements allowed the audience to easily identify the products and brand across different platforms, strengthening brand recognition and creating an effective multi-channel advertising strategy.
Inbetweeners
The Inbetweeners movie was released in 2011 and made over 2.5 million in its first day showing in 409 cinemas. Directed by Ben Palmer with writers Iain Morris and Damon Beesley, the movie had a budget of £3.5 million. The primary audience for the movie was 15-25 year olds, and it was most popular in suburban areas of the UK rather than inner cities. While successful in Europe, the movie did not see similar success in the US, highlighting differences in UK and US cultures. The movie utilized marketing strategies like websites, social media, trailers, and posters to generate buzz and visibility. It also used synergy through a tie-in yearbook and premiere
Plans for shooting
The document outlines plans for a spring clothing line photo shoot featuring boys and girls models. It details the hair, makeup, outfits, props, location, lighting, and shot types that will be used. For the girls, the outfits include dresses, skirts, and cardigans. The boys will wear shorts, jeans, and shirts. Props for the girls include purses and heels, while the boys will use sports items. Photography will take place in a studio against white or pink backgrounds using natural sunlight lighting. Shots will include close-ups, long shots, and different angles.
Evaluation 4
Within the research and planning stage, the student used various online tools like StoryboardThat, YouTube, Facebook, Google, Word, Photoshop, Blogger, and iMovie to research existing fashion ads, plan their storyboard and layout, design logos, and practice filming techniques. During construction, they used YouTube to distribute their ads and learn editing skills, a tripod for smooth filming, Premiere Pro for advanced editing, their D3200 camera, Photoshop for their pop-up, and Blogger to gather their work. For evaluation, they used Premiere Pro, Word, PowerPoint, YouTube, Blogger, and an online text-to-speech tool to present their reflections and incorporate
Research log (sophie)
This document discusses several photographers and their work related to storytelling through stereotypes, emotions, and fairytales. The author analyzes each photographer's style and whether their work could provide inspiration or influence for their school project on storytelling. Photographers focusing on stereotypes, anorexia, pregnancy, Alice in Wonderland, the life cycle of plants, and emotions are highlighted. The author concludes many of the photographers provide creative ideas and would link well to their goal of telling stories visually through photography.
Media timeline
The document outlines the history and evolution of television advertisements from 1955 to 1993. Early ads were long (70 seconds), in black and white, and featured known presenters promoting products. In the 1950s and 1960s, ads focused on soap, food and limited car advertising. By the 1970s, ads had color pictures and new companies broke agreements. The 1980s saw more outlets and interactive ads, and 1993 was when the first undertaker ad aired. Ads originally covered the costs of TV programming.
SLOWWOOD_INTRO
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Electronicportfolio
Sophie Bennett has created an electronic portfolio that showcases her top work. The portfolio contains 20 of her best pieces and allows potential employers to quickly review her qualifications and experience in a digital format. It provides a high-level overview of Sophie's skills and accomplishments in a concise manner suitable for an initial screening or application review.
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Similar to Evaluation question 7
Q7.
The student learned several important lessons when progressing from their preliminary task to creating a full opening sequence. In the preliminary task, they learned basic filmmaking rules like match on action and shot reverse shot. When creating the opening sequence, the student planned more extensively, researched conventions of their genre, and improved their skills with camera work, sound design using foley, and editing software. Looking back, the student sees significant progress in their abilities and confidence with filmmaking and expects their skills to continue improving on future projects.
Libby evaluation question 6 and 7
The document discusses the process of creating a film opening for an action zombie horror genre film. It describes the technology used, including a digital camera, tripod, and iMovie software. Research was conducted online to understand genre conventions by watching openings of similar films. iMovie allowed editing of clips, adding transitions, editing sound, stabilizing motion, and coloring/brightness. Skills developed include improved organization and learning to use iMovie. The opening was challenging to film but the filmmaker is proud of the completed product.
Libby evaluation question 6 and 7
The document discusses the process of creating a film opening for an action zombie horror genre film. It describes the technology used, including a digital camera, tripod, and iMovie software. Research was conducted online to understand genre conventions by watching openings of similar films. iMovie allowed editing of clips, adding transitions, editing sound, stabilizing motion, and coloring/brightness. Skills developed include improved organization and learning to use iMovie. The opening was challenging to film but the filmmaker is proud of the completed product.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. They learned how to use software like Premiere Pro, InDesign, and Blogger as well as how to properly film with a Canon 5D. Specifically, their skills in editing with Premiere Pro improved from basic cuts to using advanced techniques like foley sounds and titles. Their camera skills also improved as they learned how to focus properly, use settings like ISO and shutter speed, and maintain steady shots. Overall, they went from not knowing how to create a film opening to mastering various technical skills and filmmaking conventions.
Question 7!!!!!!!!!!!!!
The document discusses the progression from the author's preliminary task to their final product. They learned about different shot types for the preliminary task but felt it lacked quality. For the final product, the author was able to incorporate more advanced shots like cross-cutting and faster editing. Planning and research were key to producing the higher quality final product.
Creative Media Y1 Unit 3 Review (1).pptx
The student enjoyed photography the most during their projects. They found planning and using cameras to be their strongest skills. Their best project was the animation one because it went smoothly with no issues. The audio project was enjoyed the least as the research and planning were boring. Going forward, they see themselves focusing on photography and want to explore university options and work experience in film/TV to inform their future career path.
Creative Media Y1 Unit 3 Review.pptx
This document summarizes a student's reflections on their first year creative media production course. The student enjoyed filming and editing music videos the most as it gave them freedom and was closest to their career goals. Their strongest technical skill is filming and editing with Premiere Pro. Time management and prioritizing tasks proved challenging. The student feels they have improved most in research. Going forward, they see themselves working as a cinematographer or videographer and completing further portfolio projects in photography or filmmaking.
Evaluation question 6
The document discusses the various technologies used by Sophie Bennett in constructing her film project. She used Mac computers for research, editing, and evaluation. A Nikon D3200 camera was used for filming due to her experience with it. A dolly and tripod were employed to achieve steady shots. Premiere Pro was utilized for editing clips, audio, and putting the film together. PowerPoint, YouTube, Google, Prezi, SlideShare, and Blogger were also leveraged at different stages of the process for tasks like research, presentation, and organization. Experience and practice with the technologies facilitated their effective use in completing the film.
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Evaluation q4 2
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. Their preliminary skills were basic, including mistakes like not following the 180 degree rule or adding sound effects. However, by the end of the project they had learned skills like advanced editing techniques in Premiere Pro, creating titles, using different types of cameras and filming professionally. They went from unsure usage of software to mastering programs like Premiere Pro, InDesign, and Blogger. Their camera work also improved significantly, with steady shots, proper focus and exposure. Overall, Rudi was able to create a high quality film opening demonstrating their new skills.
Evaluation 6
The document discusses the technologies used and lessons learned during the process of creating a film opening. In the research phase, websites like IMDb, box office records, and the UK Film Council were used to research target audiences and successful films in the genre. YouTube was used to watch sample film openings. During construction, the author learned how to use a new camera, microphone, editing software, Photoshop, and lighting equipment. Editing in Movie Studio Platinum involved adding filters, brightness adjustments, and integrating narration. For evaluation, Prezi, Word, Powtoon, Blogger, and PowerPoint were used to analyze the opening and examples from other films. Overall, a wide range of software, websites, and equipment
5. production reflection sf 2017
This document provides a weekly summary of a student's progress on their production project over 5 weeks. In week 1, the student practiced using camera, tripod, and sound equipment and began developing initial project ideas. In week 2, the student researched technology's role in everyday life and camera techniques for their futuristic thriller concept. In weeks 3 and 4, the student completed pre-production, including storyboards, permits, and began filming. In week 5, the student edited their short film and added sound effects to convey the desired thriller atmosphere.
Evaluation.pptx
The project was an 8-minute travel documentary about different areas in Yorkshire to promote tourism. The student researched audiences and existing documentaries to develop their ideas. They faced challenges with weather and camera quality but learned new skills in filming, editing, and time management. Overall the project was successful in showcasing locations and the student would improve their audio and focus more on information over footage in the future.
Evaluation.pptx
The project was an 8-minute travel documentary about different areas in Yorkshire to promote tourism. The student researched audience preferences and existing travel documentaries to develop their ideas. They faced challenges with weather and camera quality but learned new skills in filming, editing, and time management. The documentary was successful in showcasing locations and generating interest in visiting Yorkshire, though could have benefited from more detailed information and planning. Overall the project was a learning experience that improved the student's production and research abilities.
Evaluation Question 7
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
FMP Evaluation.
This document summarizes Stephen Royle's production process evaluation project. It covers the positives of having a contextual PowerPoint for research, including identifying practitioners, existing products, and tutorials. It also discusses the research conducted on two relevant video production companies, an existing after movie, and different venue locations. Planning elements like production schedules, call sheets, kit lists, and layout plans are mentioned. Peer feedback praised the professional look and feel, lighting, and camera work, while noting some minor audio issues could be improved on. The document evaluates time management, use of technical qualities like audio balancing, and audience appeal of aesthetic qualities.
Evaluation question 6
From producing a film opening, the student has learned about various technologies. The student was introduced to blogger and learned how to construct and organize a blog to plan filming and keep track of research and ideas. YouTube provided research by analyzing other openings and tutorials to improve skills. Creating a storyboard and animatic helped visualize shots and plan filming. Using a camera and voice recorder provided experience filming and recording high quality footage and sound. Adobe Premiere and Photoshop were used to edit, add titles and effects to produce the final opening. Websites provided non-copyrighted music and sounds to enhance the opening. Overall, the student gained substantial knowledge and experience using new technologies from constructing the media product.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
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Electronicportfolio
Sophie Bennett has created an electronic portfolio that showcases her top work. The portfolio contains 20 of her best pieces and allows potential employers to quickly review her qualifications and experience in a digital format. It provides a high-level overview of Sophie's skills and accomplishments in a concise manner perfect for an initial screening or application review.
Electronicportfolio
Sophie Bennett has created an electronic portfolio that showcases her top work. The portfolio contains 20 of her best pieces and allows potential employers to quickly review her qualifications and experience in a digital format. It provides a high-level overview of Sophie's skills and accomplishments in a concise manner suitable for an initial screening or application review.
Evaluation 1 copy
The document discusses how the media production follows, develops, and challenges conventions of real media products.
For the main task of fashion advertisements, camera angles and shot types mainly followed conventions but were also developed, such as incorporating more advanced camera movements.
For the ancillary sponsorship task, editing techniques mainly followed conventions but one technique was developed by adding a freeze frame. Shot types also developed conventions by including a medium close up.
For the pop-up task, content and shot types mainly followed conventions but were also developed, such as using additional images and shots. Formatting of the title and inclusion of a slogan challenged conventions.
Evaluation 1
The document discusses how the media production follows, develops, and challenges conventions of real media products.
For the main task of two fashion advertisements, conventions of camera angles, lighting, editing, and sound were followed. However, some conventions were developed, such as incorporating more advanced camera movements.
For the ancillary sponsorship task, conventions of shot types and basic editing were followed. However, the concept of a child's version of a talk show was challenging.
For the pop-up task, conventions of shot types, placement of images/text, and backgrounds were followed. But additional shots and positioning of the title were developments, and inclusion of slogans challenged conventions.
Evaluation 1
The document discusses how the media production followed, developed, and challenged conventions of real media forms.
Main Task: The document followed conventions of camera angles, shots, lighting, and upbeat soundtracks used in fashion advertisements. It developed camera movements by including more in children's ads.
Ancillary Task, Sponsorship: Conventions of shots, editing, and logo placement were followed. A freeze frame was added to allow voiceover.
Ancillary Task, Pop-Up: A long shot convention was followed but medium shots and close-ups were added. Multiple images rather than one in the center challenged conventions.
Evaluation 1
The document discusses how the media production followed, developed, and challenged conventions of real media products.
Main Task: The production mainly followed conventions of camera angles, shot types, lighting, and editing seen in fashion advertisements and children's fashion. However, it also developed some conventions, such as incorporating camera movements not typically seen in children's ads.
Ancillary Task, Sponsorship: Conventions of shot types and editing were generally followed. Medium close ups were included to develop conventions for sponsorships involving talking.
Ancillary Task, Pop-Up: Long shots showing full outfits were followed as a convention. However, medium shots and close ups were also used to develop how the clothing could be shown
Edl advert2
The document describes 14 video clips taken during a photo shoot. It provides the reference name, duration, shot type, and a good/bad rating for each clip. It also includes a 1-2 sentence comment on why certain clips were used or not used in the final edit. Clips that were used were praised for having smooth camera movements, natural poses, or portraying a fun atmosphere. Clips not used had issues like the subject forgetting to look at the camera or a prop being dropped. The selected clips helped tell the story of the clothing making children feel grown up in a fun, relaxed way.
Edl sponsorship
This document reviews several video shots for a project. It rates shots of a model holding a teddy bear from a video shoot as good or bad based on factors like sound quality, positioning, whether the model remembered her lines. Shots rated as good were clear, had the teddy bear still and facing the camera, and had usable audio. Shots deemed as bad had issues like unclear sound, the model forgetting her lines or moving the teddy bear in a weird angle.
Edl advert 1
The document reviews 28 video clips taken during a photo shoot. It provides the name, length, shot type, and quality rating for each clip, along with comments on why certain clips were or were not used in a finished advertisement. Clips that were used were generally rated "Good" and provided smooth camera movements, clear focus on the model, and natural poses and movements by the model. Clips not used tended to be rated "Bad" or "Not Bad" and had issues like blurriness, awkward poses, fast or unnatural movements, or too much background inclusion. The best clips captured the model's movements and facial expressions clearly and maintained a consistent aesthetic throughout the potential advertisement.
Edl advert 1
The document reviews 24 video shots taken for a fashion advertisement. It provides the name, length, shot type, and quality rating for each video, along with comments on why certain shots were or were not used in the final advert. The shots that were used captured natural movements and expressions from the model, with good composition, lighting, and focus. Shots that were not used contained issues like poor focus, excessive background, unnatural movements or expressions from the model, or technical problems like dark lighting or an unsteady shot. The best shots incorporated a variety of angles, movements, and emotions to create an interesting, dynamic advertisement.
Edl advert 1
The document reviews 28 video shots taken for a fashion advertisement. It provides the name, length, shot type, and quality rating for each video, along with comments on why certain shots were or were not used. The best shots incorporated smooth camera movements, clear focus on the model, natural poses and facial expressions, and limited background. Shots with technical issues like blurriness, poor lighting, or unnatural poses were deemed not suitable for the final advertisement.
Edl advert 1
The document reviews 28 video clips taken during a photo shoot. It provides the name, length, shot type, and quality rating for each clip, along with comments on why each clip was or was not used in a final advertising video. Clips were included if the model's movement, facial expression, or focus looked natural. Clips were excluded if the model's movement was unnatural or cut off, there were creases or distracting elements in the background, or the lighting or zoom quality was poor. The best clips incorporated smooth camera movements, clear focus on the model, and natural poses and smiles from the model.
Presentation1
This document discusses an electronic portfolio containing a student's best work so far, including an animation and photographs. The portfolio contains 20 pieces that are among the student's top works.
Presentation1
Sophie Bennett's electronic portfolio showcases her best work to date. It contains her top 20 pieces that demonstrate her skills and talents. The portfolio is intended to highlight Sophie's abilities for potential employers or admissions committees.
Presentation1
Sophie Bennett's electronic portfolio showcases her best work to date. It contains 20 of her top pieces that demonstrate her skills and abilities. The portfolio is intended to highlight Sophie's talents and qualifications for potential opportunities.
Presentation1
An electronic portfolio titled "Electronic Portfolio - Best Work So Far" by Sophie Bennett. The portfolio contains Sophie Bennett's best work to date. It serves as a showcase of her skills and accomplishments for potential employers or admissions committees to review.
Presentation1
An electronic portfolio titled "Electronic Portfolio - Best Work So Far" by Sophie Bennett. The portfolio contains Sophie Bennett's best work to date. It serves as a showcase of her skills and accomplishments for potential employers or admissions committees to review.
Presentation1
An electronic portfolio titled "Electronic Portfolio - Best Work So Far" by Sophie Bennett. The portfolio contains Sophie Bennett's best work to date. It serves as a showcase of her skills and accomplishments for potential employers or admissions committees to review.
Presentation1
An electronic portfolio containing Sophie Bennett's best work. The portfolio highlights Sophie's strongest pieces from her time in school. In just a few samples, the portfolio provides a high-level overview of Sophie's skills and accomplishments.
Presentation1
An electronic portfolio containing Sophie Bennett's best work. The portfolio highlights Sophie's strongest pieces from her time in school. In just a few sentences, the document introduces Sophie Bennett and the purpose of her electronic portfolio to feature her best work.
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3:国家专业人才认证中心颁发入库证书
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Christian Louboutin: Innovating with Red Soles
Christian Louboutin is celebrated for his innovative approach to footwear design, marked by his trademark red soles. This in-depth look at his life and career explores the origins of his creativity, the milestones in his journey, and the impact of his work on the fashion industry. Learn how Louboutin's bold vision and dedication to excellence have made his brand synonymous with luxury and style.
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6:个人职称评审加20分
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
DIGIDEVTV A New area of OTT Distribution
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
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Evaluation question 7
- 1. Evaluation- Question 7… Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? By Sophie Bennett
- 2. Research: • For my preliminary task I did not have to do any research into it, I just went straight to the filming process. Whereas when making my film opening the majority of the process involved research. For example: Existing films, conventions, researching genres, audiences, classifications, institutions & film companies ect. From doing this research I feel that I had more understanding. Also because I looked into existing films such as, Women in black, I believe I was influenced by this film and others, which then helped me understand the conventions that would be in my genre of film (horror). Also it made me develop my ideas and create a film of my full potential. Therefore since my preliminary task, the amount of research I have done into horror has improved my final product because I have a full understanding of the genre and knew what to include and what not to include.
- 3. Planning: • The planning for my preliminary task was very limited, the only things I had to plan was a conversation and getting an action match shot of someone walking through a door. This was very different for my opening as the planning played a key role in the film process. This is due to the huge amount of planning that I had to do. For example: - Location - Music - Actors/Actresses - Sound effects - Costumes - Make-up - Equipment Therefore the small amount of planning I did for my preliminary task proves why some things didn’t turn out right. Whereas for my final product I did so much detailed research into many different things, which meant I knew exactly what I wanted to include in the film and how I would do so, also I knew what the film would look like before I had even filmed.
- 4. Equipment: • For my preliminary task I used a hand help, college camera. Whereas for my film opening I used my own Nikon D3200 camera with the use of a tripod to keep the camera steady & still so the shots were a lot more clear than the ones in my preliminary task. Also my final product compared to my preliminary task looks a lot more professional because of the improvements to the equipment I used. In my final product I used my own camera, therefore I had more experience with using it, which improved my final product massively. In my preliminary task the conversation/dialogue was very quite and unclear, this was very different in my final product because I used the H1 Zoom & The Boom microphones to get a clear sound. Therefore due to the improvements of equipment from my preliminary task to my final product I have been able to make a much better quality film opening.
- 5. Filming: • Before my preliminary task I did minimal practice of filming, all I did was practice the different shots but never made a lengthy film like my prelim task. On the other hand for my final product I practiced so many times for all the different shots I wanted to include. For example: - The dolly shot - Dream sequence Due to the amount of practice I did for my opening, when it came to filming the actual opening I knew exactly what I was doing and felt confident and comfortable with what I was doing, therefore on the day of filming it was more likely to turn out how I wanted it to.
- 6. Editing: • After I did my preliminary task I did a lot of practicing for the editing process of my final product. I used a number of different software’s, such as: live type, premiere pro ect. I used previous shot type films that I had made to practice editing techniques. I also made random titles to edit them on live type, so that when it came to editing my final product I had lots of experience, therefore I would know what to do. This was very different for my preliminary task as I only used Imovie to edit my film, therefore I couldn’t make my own titles or use many editing techniques. Therefore since my preliminary task I have learnt a number of new editing skills that I could include in my final product.
- 7. Overall: • Overall I have learnt a number of new skills and techniques for the research, planning, filming and editing processes since my preliminary task. I have learnt how to use new technologies, hardware, software and online. I have also developed my skills of camera shots due to the amount of times I have practiced them, whereas for my preliminary task I didn’t have much practice.